A Mixed-Methods Study Into the Discipline-Specific Effect of Critical EAP on Reading Comprehension
Although critical English for academic purposes (CEAP) has grown theoretically, more research is needed to explore it in more depth. This sequential mixed-methods study primarily aimed to examine whether the CEAP and traditional English for academic purposes (EAP) have different impacts on Irani...
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| Format: | Article |
| Language: | English |
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Imam Khomeini International University, Qazvin,
2024-11-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3342_0e74da2a45df699d30d35625fa1aeb8b.pdf |
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| author | Tahereh Movahhedi Seyyed Amir Hossein Sarkeshikian Mohammad Golshan |
| author_facet | Tahereh Movahhedi Seyyed Amir Hossein Sarkeshikian Mohammad Golshan |
| author_sort | Tahereh Movahhedi |
| collection | DOAJ |
| description | Although critical English for academic purposes (CEAP) has grown
theoretically, more research is needed to explore it in more depth. This
sequential mixed-methods study primarily aimed to examine whether
the CEAP and traditional English for academic purposes (EAP) have
different impacts on Iranian university students' English reading
comprehension, and (if yes) whether it is discipline-specific. This study
also intended to explore how traditional EAP students’ preferences
aligned with the CEAP principles. To this end, a sample of 100 Iranian
university students of computer sciences and architecture with
intermediate level of English proficiency was initially selected through
convenience sampling. They were then randomly assigned to two
control groups and two experimental groups, consisting of 25
participants each. Then, two piloted researcher-made reading tests were
administered to all groups as a pre-test. The experimental computer
sciences and architecture groups were taught using the CEAP
pedagogy. Hence, the syllabus was negotiated based on the CEAP
principles. The control computer sciences and architecture groups
received the traditional EAP as their placebos. They were taught the
curricular textbooks. After the treatment, all groups were asked to
complete their posttests. Two-way ANOVA results indicated that the
CEAP groups significantly outperformed the traditional EAP groups on
the posttests. It was also found that the effect of the CEAP pedagogy
was not discipline-specific. Additionally, the results of qualitative data
analysis revealed a lack of preference for the traditional EAP programs
among the interviewees in favor of the CEAP. Implications are offered
for EAP teachers, students, and material developers. |
| format | Article |
| id | doaj-art-2b1ea4ede0244cee9da9b8b19569f97f |
| institution | OA Journals |
| issn | 2676-5357 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj-art-2b1ea4ede0244cee9da9b8b19569f97f2025-08-20T02:04:10ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572024-11-0112112514610.30479/jmrels.2024.19950.2326A Mixed-Methods Study Into the Discipline-Specific Effect of Critical EAP on Reading ComprehensionTahereh Movahhedi0Seyyed Amir Hossein Sarkeshikian1Mohammad Golshan2Maybod Branch, Islamic Azad University, Maybod, IranQom Branch, Islamic Azad University, Qom, Iran, Maybod Branch, Islamic Azad University, Maybod, IranAlthough critical English for academic purposes (CEAP) has grown theoretically, more research is needed to explore it in more depth. This sequential mixed-methods study primarily aimed to examine whether the CEAP and traditional English for academic purposes (EAP) have different impacts on Iranian university students' English reading comprehension, and (if yes) whether it is discipline-specific. This study also intended to explore how traditional EAP students’ preferences aligned with the CEAP principles. To this end, a sample of 100 Iranian university students of computer sciences and architecture with intermediate level of English proficiency was initially selected through convenience sampling. They were then randomly assigned to two control groups and two experimental groups, consisting of 25 participants each. Then, two piloted researcher-made reading tests were administered to all groups as a pre-test. The experimental computer sciences and architecture groups were taught using the CEAP pedagogy. Hence, the syllabus was negotiated based on the CEAP principles. The control computer sciences and architecture groups received the traditional EAP as their placebos. They were taught the curricular textbooks. After the treatment, all groups were asked to complete their posttests. Two-way ANOVA results indicated that the CEAP groups significantly outperformed the traditional EAP groups on the posttests. It was also found that the effect of the CEAP pedagogy was not discipline-specific. Additionally, the results of qualitative data analysis revealed a lack of preference for the traditional EAP programs among the interviewees in favor of the CEAP. Implications are offered for EAP teachers, students, and material developers.https://jmrels.journals.ikiu.ac.ir/article_3342_0e74da2a45df699d30d35625fa1aeb8b.pdfcritical english for academic purposesenglish for academic purposesenglish for specific purposesreading comprehensionsequential mixed-methods study |
| spellingShingle | Tahereh Movahhedi Seyyed Amir Hossein Sarkeshikian Mohammad Golshan A Mixed-Methods Study Into the Discipline-Specific Effect of Critical EAP on Reading Comprehension Journal of Modern Research in English Language Studies critical english for academic purposes english for academic purposes english for specific purposes reading comprehension sequential mixed-methods study |
| title | A Mixed-Methods Study Into the Discipline-Specific Effect of Critical EAP on Reading Comprehension |
| title_full | A Mixed-Methods Study Into the Discipline-Specific Effect of Critical EAP on Reading Comprehension |
| title_fullStr | A Mixed-Methods Study Into the Discipline-Specific Effect of Critical EAP on Reading Comprehension |
| title_full_unstemmed | A Mixed-Methods Study Into the Discipline-Specific Effect of Critical EAP on Reading Comprehension |
| title_short | A Mixed-Methods Study Into the Discipline-Specific Effect of Critical EAP on Reading Comprehension |
| title_sort | mixed methods study into the discipline specific effect of critical eap on reading comprehension |
| topic | critical english for academic purposes english for academic purposes english for specific purposes reading comprehension sequential mixed-methods study |
| url | https://jmrels.journals.ikiu.ac.ir/article_3342_0e74da2a45df699d30d35625fa1aeb8b.pdf |
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